The introduction of components of distance education in terms of the current pandemic is seen as a rather unexpected but successful socio-pedagogical experiment on the way to global digital education. This article is aimed to emphasize the possibilities of using the distance learning format as a space and a means of continuous monitoring of the educational process. This format allows establishing countless feedbacks between the participants in the process, implementing a synergistic approach at the local and global levels. Some results obtained in the course of surveys conducted by the faculty of the Department of Philosophy, Sociology and Religious Studies in the KSPU named after V.P. Astafiev are cited. These results testify, in particular, to some positive changes in attitudes towards the realities of “the remote” by both teachers and students. Moreover, such polls help to correct the process in practice and can serve as tracers of a wide range of not only technological problems, but essentially socio-philosophical ones related to the emergence of a new system of values. The notion that the digitalization of education is a promising strategy generally contributing to the development of civilization towards the dominance of post-material values is promoted.

The article describes and analyzes the experience of conducting workshops on the topic "Ethics and axiology of science" for graduate students and applicants for academic degrees of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev. The authors reveal the effectiveness of this type of educational technology for the formation of professionally important qualities of highly qualified teaching staff. Workshops on this topic, included in the course "History and Philosophy of Science", proved to be effective in the formation of both research and professional ethical competencies. The authors show how the participants of the seminar develop the skills to identify problematic, ethically ambiguous situations in science, analyze violations and their consequences, and offer acceptable solutions in the course of the classes. The material of the article is an illustrative example of how future teachers (and their already practicing colleagues) get the opportunity to reflect on their own professional activities and its methodological foundations.

The entity of people with special health needs (SHN), in particular with disorders of the autistic spectrum becomes an important socio-cultural subsystem. This subsystem covers not only persons with SHN, but also their environment. The implementation of the correctional system is a disadvantage, in comparison with the inclusive model in which people with SHN are integrated into society. The problem for the solution of which the authors’ efforts are made is that, for the present, the considerable part of the world population is not ready to accept the autistic community as a real agent of the social planning, which fulfills its own management strategies. Researchers of autism quite often ignore a position of the most autistic community on this or that question. The purpose of this article consists in search of approaches to creation of a conceptual model of autism and autistic community, which could form the reliable basis for development of the social technologies promoting a full integration of the people with special health needs into society. Mainly theoretical methods of research are used: logical analysis, elements of the structural-functional analysis, comparative analysis, and also axiological approach. At the same time, an attempt to generalize a primary data obtained by empirical methods, such as observation, participant observation, questioning, the content analysis, interview is made. It is shown that for the stated goal to be achieved it is fruitful to consider a phenomenon of autism in the prospect of cultural anthropology. The concept of autistic culture is clarified and its relevance for study of autism and autistic community is substantiated. Some features of autistic culture are revealed. The discussion showed that many criteria of autism can be fully understood from the cultural-anthropological standpoint. The proposed approach meets the principles of post-non-classical rationality and allows to mitigate the social-biological dilemma. The results obtained can form a methodological-and-world-outlook basis for investigations in the fields of pedagogics, psychology, culturology.